Activities
Highlight the meaning and logic of goal setting in teaching and pedagogical
Goal-setting in learning is the establishment by students and the teacher of the goals and objectives of learning at certain stages. Depending on educational paradigms and didactic systems, educational goals may include the assimilation of knowledge, skills and abilities, the development of abilities, the formation of competencies, creative self-realization, self-determination, career guidance, etc. There are also so-called formal goals: to pass an exam, to enroll in university, etc.
Goal-setting is necessary for designing educational actions of students and is associated with external social order, educational standards, with the specifics of internal learning conditions (the level of development of children, the motives for their learning, the characteristics of the topic being studied, the available teaching aids, the pedagogical views of the teacher, etc.). Goal-setting goes through the entire process of productive education, performing the functions of motivating students' activities, structural stabilization of the educational process, and diagnosing learning outcomes. It determines the structural basis of the activity programs not only for the student and the teacher, but for the entire school, making it possible to identify an adequate teaching technology and a system of criteria for evaluating the results obtained.
Goal-setting techniques form a motive, a need for action. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.
It is this approach to goal setting that is effective and modern.
Goal setting logic be reduced not to an ideological component, it has its own pedagogical patterns, the basis for determining the content of education is, as a rule, in-depth studies of the educational needs of various strata of society and social forecasts.
The general patterns of the learning process include:
regularity goals learning. The purpose of education depends on: a) the level and pace of development of society; b) the needs and capabilities of society; c) the level of development and possibilities of pedagogical science and practice;
regularity content learning. The content of training (education) depends on: a) social needs and learning objectives; b) the pace of social and scientific and technological progress; c) age opportunities of schoolchildren; d) the level of development of the theory and practice of learning; e) logistical and economic opportunities educational institutions;
regularity quality learning. The effectiveness of each new stage of training depends on: a) the productivity of the previous stage and the results achieved on it; b) the nature and volume of the studied material; c) the organizational and pedagogical impact of educators; d) learnability of students; e) training time;
regularity methods learning. The effectiveness of didactic methods depends on: a) knowledge and skills in applying methods; b) learning objectives; c) content of training; d) age of students; e) learning opportunities (learning ability) of students; f) logistics; g) organization of the educational process;
regularity management learning. Learning productivity depends on: a) intensity feedback in the education system; b) validity of corrective actions;
regularity stimulation learning. The productivity of learning depends on: a) internal incentives (motives) for learning; b) external (social, economic, pedagogical) incentives. The scope of private (concrete) patterns of learning extends to the individual components of the educational process.
Learning outcomes depend on the ability to include the subject being studied in those connections, the carrier of which is the studied quality of the object, on the regularity and systematicity of students doing homework.
All regularities operating in the educational process are divided into general and particular (specific). Regularities that cover the entire system with their action are called general, the same ones, the effect of which extends to a separate component (aspect) of the system, are called private (specific). Modern science knows a large number of specific patterns. Among the specific regularities of the learning process, regularities are distinguished: in fact, didactic, epistemological, psychological, cybernetic, sociological, organizational.
Topic: The meaning and logic of goal-setting in learning and pedagogical activity. 1. The concept of the purpose of education. 2. Types of goals, their hierarchy. 3. The logic of goal setting. 4. Teaching students to set goals. 5. Techniques for involving students in goal setting, organization and analysis of the process and learning outcomes.
Literature Pedagogy. / Ed. L.P. Krivshenko. - M., 2004, with Kharlamov I.F. Pedagogy. - Minsk, 2002, p. (on the goals of education). 4. Shamova T.I., Davydenko T.M., Shibanova G.N. Management of educational systems. - M., 2002., with Khutorskaya A.V. Problems and technologies of educational goal-setting. // Internet magazine "Eidos" August.
Factors influencing the formation of educational goals - Level economic development society. - The level of culture. - The level of science and pedagogical science. - Ideology and policy of the state. - The needs and opportunities of society. - The needs and capabilities of teachers, students, parents, etc.
2 Types of goals, their hierarchy. 1. State goals, public order. These are goals-values that reflect the idea of society about a person and a citizen of the country. 2. Goals-standards, they are reflected in educational programs and standards. 3. The goals of teaching in a particular subject or raising children of a certain age. 4. Operational goals - goals a particular topic, lesson or extracurricular activity. 5. The goals of individual achievement determine what the level of ability, education, personal qualities every child.
3. The logic of goal setting. Focusing on the pedagogical needs of society, the needs of the child and his parents, his own capabilities, the teacher organizes goal setting. The sources of goal-setting are: - the pedagogical request of the society; - child; - teacher.
Stages of goal-setting 1st - analysis (research) of the educational (educational) situation; 2nd - diagnostics of the current level of upbringing, training; 3rd - predicting the desired result; 4th - planning activities to achieve the goal (obtaining a result).
Targets and goals pedagogical process goals, objectives of training (learners mastering the knowledge system, the basics of the scientific worldview, practical skills and abilities); goals, objectives of education (the formation of a positive attitude towards knowledge, the process of learning, attitudes towards the world and oneself, the acquisition of behavioral experience, moral qualities, etc.); goals, objectives of development (cognitive and emotional spheres, abilities, etc.).
The conditions for the student to complete the goal-setting procedure: the presence of the student's cognitive aspiration; definition of the subject of its goal; (what specifically the student wants to develop, what quality to master, etc.) verbal (verbal) formulation of the goal; foresight and forecasting how the goal will be achieved; availability of means to achieve the goal; the ratio of the results obtained with the goal; adjustment of the target.
The process of adopting educational tasks includes a number of conditions: include all students in the formulation of the goal of the activity; - to ensure that students understand why and for what it is necessary; - outline a plan on how to achieve it, what needs to be done for this; - to highlight the expected difficulties; - evaluate whether the goal has been achieved; - determine what else needs to be done to achieve the goal in full.
5. Techniques for attracting students to goal setting There are a number of methods for attracting students to goal setting. To do this, it is necessary to develop tasks and offer students to complete them. Define your own lesson goals; determine the importance of the studied material; answer yourself if you managed to learn (something); evaluate your work; identify your difficulties while doing the work; -determine for yourself what you would like to learn in this lesson, etc.
Some methods of goal-setting 1) Theme-question. The topic of the lesson is formulated in the form of a question. For example, "How do adjectives change?" Children find out what needs to be done (repeat, compare, etc.) to answer this question. 2) Work on the concept Students read the title of the topic of the lesson. They should be asked to use a dictionary to explain the meaning of each word in the topic. The next step is to define the purpose of the lesson.
4) The theme of the lesson and the words "helpers" are proposed: Let's repeat Let's learn Let's check Let's check 5) Fill in the table. Children are invited to fill out a table in which they will have to answer a series of questions on their own. What have you learned about this topic? Where will this knowledge be useful in life? What else would you like to know on the topic, etc.
Check Yourself What is the purpose of education? What is goal setting? Name the types of goals in education. Justify why it is necessary to teach schoolchildren goal-setting. What are the conditions that are necessary when teaching schoolchildren goal-setting. Give examples of how to involve students in goal setting.
The goal is a conscious, verbalized anticipation of the future result of pedagogical activity. The goal is also understood as a formal description of the final state given to any system.
In the pedagogical literature there are various definitions goals:
a) the goal is an element of the educational process; system-forming factor;
b) the goal (through goal-setting) is the stage of managerial activity (self-government) of the teacher and pupil;
c) the goal is a criterion for the effectiveness of the system, process and management of education as a whole;
d) the goal is what the teacher and the educational institution as a whole strive for.
Goal setting is an integral part professional activity teacher. They mean the structure, hierarchy and classification of the goals of pedagogical activity. In pedagogical science, goal-setting is characterized as a three-component education, which includes: a) substantiation and setting goals; b) determining ways to achieve them; c) designing the expected result.
Conventionally, the following types of goal setting are distinguished:
1) free
2) hard
3) integrated (combining elements of the first two).
With free goal-setting, the participants in the interaction develop, construct their own goals, draw up an action plan in the process of intellectual communication and joint search; free goal-setting gives a variety of content goals for the individual and for the group. These goals reflect the individual needs and capabilities of each, are guided by individual self-development.
With a hard one, the goals and programs of action for schoolchildren are set from the outside, only the concretization of tasks and their distribution in the process of interaction takes place. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others - inaccessible, although outwardly they can unite the participants in joint activities.
With integrated goal setting, the goals of the group can be set from the outside by the teacher, the leader of the group, but the ways to achieve them, the distribution of actions are carried out in the process of joint search, taking into account the interests and needs of children.
Goal setting has the following steps:
1) Establish a hierarchy of goals for the 1st and 2nd stages of education (that is, from goals in the socio-pedagogical and general pedagogical sense), determine strategic, tactical and operational goals, then transfer them from the theoretical to the technological level. If it's about subject, are determined common goals training in a specific subject, in separate sections and topics of this academic discipline. With considering individual characteristics schoolchildren are set a number of sub-goals for their individual development. Global educational goals are also specified in the tasks of educational work, taking into account the age of students, their level of upbringing, the specific conditions of educational work, and the individual characteristics of the students.
2) one should keep in mind the content and organizational aspects of the activity. This may be the goal of the physical, and intellectual, and spiritual, etc. development; will formation, creativity readiness for self-development. It is also necessary to determine the prospects for long-range, medium and close goals, to establish their logical sequence and successive relationship.
3) analysis of goals in terms of their manufacturability and diagnostics. In other words, the goals will then be diagnostic when the exact parameters of the activity are formulated; there is a measure for judging the extent to which progress is being made towards the goal; there is a standard sample as a sample of the desired expected result. Diagnostic goals are technologically advanced and allow you to accurately determine whether a specific goal has been achieved.
4) Diagnosis of the conditions of the upcoming educational activities to achieve the goal.
5) Determining the means to achieve the goal: a) ideal - knowledge, skills and abilities of the trainees, general educational skills, methods and techniques of teaching; b) material - information carriers: textbooks, books, audiovisual and other educational, technical and electronic means, equipment, etc.; c) organization of the educational process at all its stages.
6) Determination of the algorithm of activities to achieve the goal: precise instructions, steps and actions leading to the achievement of the goal.
7) Since the pedagogical process is two-way, it should be remembered that the educators also form or realize their own goal, sometimes deliberate and conscious, sometimes insufficiently meaningful, moreover, favorable or undesirable for the subject of education. The teacher, predicting his actions to achieve the main goal, must correct them so that the social goals interact, and not conflict. And in any case, the teacher sees his main goal at each stage of the educational process in creating the most favorable conditions for the pupils, so that all their potential opportunities for self-activity and self-development are revealed to the fullest extent.
The nature of the joint activity of teachers and students, the type of their interaction (cooperation or suppression) depends on how goal-setting is carried out, the position of children and adults is formed, which manifests itself in further work. Goal setting can be successful if it is carried out taking into account the following requirements.
1) Diagnostics, i.e. promotion, substantiation and adjustment of goals based on a constant study of the needs and capabilities of the participants in the pedagogical process, as well as the conditions of educational work.
2) Reality, i.e. setting and justifying goals, taking into account the possibilities of a particular situation. It is necessary to correlate the desired goal, projected results with real conditions.
3) Continuity, which means: a) the implementation of links between all goals and objectives in the educational process (private and general, individual and group, etc.). b) Nomination and justification of goals at each stage of pedagogical activity.
4) Identification of goals, which is achieved through the involvement in the goal-setting process of all participants in the activity.
5) Orientation to the result, "measuring" the results of achieving the goal, which is possible if the goals of education are clearly defined.
The study shows that if goal-setting activity is organized and permeates the entire pedagogical process, then children develop a need for independent goal-setting at the level of group and individual activity. Students buy these essential qualities, as purposefulness, responsibility, efficiency, they develop prognostic skills.
THE CONTENT OF THE WORK
INTRODUCTION……………………………………………………………………........3-4
1. The meaning and logic of goal-setting in training, education and pedagogical activity………………………………………………………………………....5-8
2. Factors of personality development……………………………………………………..9-11
3. Realization of real goals in training, education and pedagogical activity……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
CONCLUSION………………………………………………………………………..15
LIST OF USED LITERATURE ………………………………..16
3
Introduction
The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.
Determining the goals of education is of great importance. practical value. The pedagogical process is always a purposeful process. Without a clear idea of the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities.
In teaching technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values that reflect the idea of society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is the goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goals of educating people of a certain age.
At the last two levels, goals in teaching technology are usually formulated in terms of behavior, describing the planned actions of the students. In this regard, there are actually pedagogical tasks and functional pedagogical tasks. The first of them are the tasks of changing a person - transferring him from one state of upbringing to another, as a rule, more high level. The latter are considered as tasks for the development of specific personality traits. In history human society global learning goals from-
4
have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a kind family man. Humanistic, liberal pedagogy Western Europe proclaims the goal of education to be the formation of an autonomous personality with critical thinking and independent behavior, realizing their needs, including the highest need for self-actualization, the development of the inner “I”. At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination.
In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. She came from pedagogical traditions Ancient Greece, Renaissance Europe, Western and Russian utopians, French enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents.
The purpose of this work is to highlight the issues of goal-setting in thematic planning in learning.
Tasks of control work:
1. Expand the concept of the essence of goal setting.
2. Consider the meaning and logic of goal setting in learning.
3. Realization of real goals in training, education and pedagogical activity.
5
1. Meaning........
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BIBLIOGRAPHY
1. Borytko N. M. In the space of educational activities: Monograph / Nauch. ed. N. K. Sergeev - Volgograd: Change, 2001.
2. Preschool pedagogy S.A. Kozlova, T.A. Kulikov, 5th ed. Moscow 2004
3. Ilyina, T.V. Pedagogical goal-setting in educational institutions./ T.V. Ilyin. Yaroslavl, 2005.
Meaning and logic of goal-setting in pedagogical activity.
The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.
Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities.
In educational technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values that reflect the idea of society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goal of educating people of a certain age.
At the last two levels, goals in educational technology are usually formulated in terms of behavior, describing the planned actions of the educated. In this regard, there are proper pedagogical tasks and functional pedagogical tasks. The first of them are tasks for changing a person - transferring him from one state of upbringing to another, as a rule, of a higher level. The latter are considered as tasks for the development of specific personality traits.
In the history of human society, the global goals of education have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, and with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a kind family man. The humanistic, liberal pedagogy of Western Europe proclaims the goal of education to be the formation of an autonomous personality with critical thinking and independent behavior, which realizes its needs, including the highest need for self-actualization, the development of the inner "I". At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination.
In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. It proceeded from the pedagogical traditions of ancient Greece, Renaissance Europe, Western and Russian utopians, French enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents.
All of the above factors determine the relevance and importance of the subject of work on present stage aimed at a deep and comprehensive study of the essence and features of the goal-setting of the educational process.
The topic of the essence and features of the goal-setting of the educational process is poorly studied by domestic teachers, therefore it is advisable to devote the work to systematization, accumulation and consolidation of knowledge about the essence and features of the goal-setting of the educational process.
The purpose of this work is to highlight the issues of methodology, essence and features of the goal-setting of the educational process.
1. Essence, meaning of purpose and goal setting
Solving the tasks of goal-setting, as it were, completes the formation of the methodological base of educational technology. However, this does not provide grounds for a preliminary assessment of its effectiveness. This problem is largely removed as a result of modeling certain educational technologies at the stage of their development. theoretical development and rationale.
When analyzing the essence of pedagogical goals, various researchers adhere to a single position that pedagogical goals are expected and possible results pedagogical activity, which consist in changes in pupils. These changes can relate to the type of personality, the person as a whole or his individual properties.
N.K. Sergeev (1997, pp. 71 - 74) comes to the conclusion that by organizing the activity of the educated, the teacher, as it were, “builds on” (Yu.N. Kulyutkin) over it: the goals that he sets for himself are a forecast of the possible and desired progress of the child in his development; achievement by the teacher of his goals is possible only through the organization and achievement of the goals of adequate activity of the student; assessment and correction of the course of the pedagogical process are carried out on the basis of how successful the planned movement of the child is.
In connection with the above reasoning, it seems at least doubtful that when developing the goals of education, “the goal is formed as the teacher’s idea of the type of experience that the child must acquire in order for his “personal adaptation” to the world around him to take place” (Safronova , 2000, p. 139). The limitation of the category "personal experience" in pedagogical goal-setting, in our opinion, is explained by the initial assumption about the programmability of the educational process, the situations of the student's future life, from the predictability, predestination of his life.
Thus, these ideas are based on the understanding of the pupil’s “standing” before culture, which is characteristic of the learning situation, and the understanding of the pupil’s changes as quantitative accumulations, which is clearly not enough in education (from the standpoint of “independence”, the formation of human quality). Experience cannot be the goal of education, because experience is a conclusion from the past. It can only be the basis for the formation of one's own position as a conceptually meaningful look into the future. The formation of a position requires a theoretical approach, in this we see a contradiction with the empirical essence of experience.
“Personal experience”, as shown in the study by N.K. Sergeeva (1998, pp. 30 - 31), however, can be an essential component of the content of education. In this understanding, a logical chain of the educational process "situation - activity - experience - position" is built. The situation here is the main means, activity is a procedural characteristic, experience is the content, and the subjective position is the goal of education. Although this scheme is rather conditional.
Pedagogical thought comes to the denial of the idea arbitrary formation personality in accordance with a given standard, this denial comes from the idea of becoming a person. O.E. Lebedev (1992, p. 43) identifies the following methodological requirements for determining the goals of education:
The goals of education should reflect real opportunities education systems in personality development;
They cannot act as a concretization social functions education systems;
These goals cannot be a concretization of the ideal of a personality, because the potential of the education system will always be insufficient for the formation of an ideal personality;
The social functions of the education system and the ideal of the individual can act as criteria for selecting the goals of education;
It is necessary to distinguish between the goals of upbringing, the goals of education, the goals of learning, the goals of developing the education system.
Table 3
Types of pedagogical goals
|
Goals of education |
Educational goals |
Learning objectives |
|
|
Model delayed pedagogical results |
Model immediate pedagogical results |
||
|
Model predictable outcomes |
Model planned and predicted results |
||
|
Modeling a personality type |
Model the quality (qualities) of the personality |
Model the development of individual personality structures |
|
|
Infinite Goals |
Finite (FOOTNOTE: Meaning: "finite, connected with a finite number" (from Latin finites - finite). (See: Dictionary of Foreign Words, 1989, p. 524.)) goals |
||
The table shows that the goals of education should be understood as predictable, realistically achievable results of pedagogical activity in the formation and development of the basic type of personality (Lebedev, 1992, p. 46).
2. Features of the goal-setting process
The pedagogical goal presupposes the corresponding activity, i.e. impact on the process of personality formation and corresponding changes in this process. Famous writer S. Soloveichik states: “The educator, like the artist, does not act according to a plan, not according to an abstract idea, not according to a given list of some qualities and not according to a model, but according to an image. Each of us, even if we do not know about it, lives in the head of the image Ideal Child, and we imperceptibly try to bring our real child under this ideal image” (Soloveichik, 1989, p. 122). The peculiarity of such a goal is non-differentiation, wholeness. At the same time, the personality is considered as a whole, and not reduced, it is not “pulled apart”, it is divided into separate qualities. But pedagogical activity in this case is built spontaneously, by trial and error: "it worked out - it didn't work out."
In various studies, the “goal of the process” and “goal of the result” (3.I. Vasilyeva), “goal-result” and “goal-expectation” (N.K. Sergeev), as well as “goal-ideal” (V. N. Sagatovsky), which sets the direction for the entire movement of the pedagogical process. “In special pedagogical contexts,” A.S. Makarenko, - it is unacceptable to talk only about the ideal of education, as is appropriate in philosophical statements. The teacher is required not to solve the problem of the ideal, but to solve the problem of ways to this ideal. This means that pedagogy must develop the most complex question about the goal of education and the method of approaching this goal” (1977, p. 30). Thus, the ideal is not yet a pedagogical goal. We consider it fundamental to note that setting a pedagogical goal means determining those changes in the personality of the educated person that the teacher wants to achieve.
The meaning of goal-setting in the educational process is to direct it to the individual goals of the teacher of pupils, which are always there, even if these goals are not realized. A.V. Petrovsky (see: Psychology of a Developing Personality, 1987, p. 155) revealed that “for teachers of a creative type, the nature of interaction with a student has a subject-object-subject structure, i.e. the transformation of the student's personal-semantic sphere is the goal of the pedagogical process, and not a means of solving situational educational problems. educational tasks". The personal orientation of education suggests that “the most perfect values of the human race must, as it were, be reborn in its [personality] experience, otherwise they simply cannot be adequately appropriated, i.e. gain personal meaning” (Serikov, 1994, p. 18). Based on this position, we consider it necessary to clarify our previous thesis: the educational goal formulates the desired changes in the human quality of the pupil, his views, attitudes, and position.
As real sources pedagogical goal setting 1) the pedagogical demand of society as its need for a certain nature of education, expressed in the objective trends in the development of society and in the consciously expressed educational demands of citizens; 2) a child, the subject of childhood as a special social reality, which has an independent value not only as a period of preparation for something, and 3) a teacher as a bearer of human essence, as a special social subject, most effectively realizing the "essential ability to create another" (I.A. Kolesnikova). Specific gravity of these source factors at different stages of the development of the process of education and the concretization of its goal may change, but none of them disappears.
It is known that teachers, as a rule, quite deeply understand the general educational tasks, but find it difficult (and sometimes consider it optional) to concretize them into tasks of joint activity with pupils. Often they underestimate the special work with students to comprehend and "appropriate" the goals of the activity. Such appropriation of goals is possible under the condition of unity of meanings.
The category of meaning helps to distinguish between the goals of teachers and pupils. “It can be argued,” E.V. Titova (1995, p. 97) — that the meaning of the teacher’s activity is not to directly and directly influence the child’s personality, trying to “transform” it, but precisely to organize the child’s activity, in which his personality will be manifested and transformed. personality." A rather controversial statement in terms of the possibilities of activity turns out to be impeccable in a statement about meaning, even if we put a pupil in the place of a teacher. And such a check is necessary when it comes to education as an activity, an event, a state. Thus, the meaning of activity in the upbringing of the child and the teacher can be common, but the goals, as a rule, are different.
It is known that pedagogical patterns (in contrast to the laws of nature) are statistical in nature, i.e. their chances are not 100%. The pedagogical law cannot inevitably predetermine the achievement of the intended result. Therefore, even based on scientific knowledge the pedagogical goal will not be real if it does not take into account the individual's own activity, his selectivity, self-development, integrity.
According to the ideas of the activity approach, it can be considered legitimate to single out positing as a necessary link in any activity (A.V. Brushlinsky, A.N. Leontiev, O.K. Tikhomirov, etc.) and to single out independent species activity, the product of which is the goal (N.N. Trubnikov, A.I. Yatsenko, etc.). At the same time, goal-setting is most often understood as an ideal process of goal formation deployed in time. Its result is the formulation of the goal. Being a special kind of goal-producing activity, belief cannot be only a mental process. V.N. Zuev (1986, p. 262) considers the process of goal-setting as an inseparable unity of two moments: the ideal setting of the goal by theoretical activity - goal-forming and its real setting outside, into objective-objective reality - goal-realization.
V.V. Serikov (1999, pp. 48 - 49) distinguishes two stages in the process of goal-setting: emergence and concretization. The logic of goal-setting cannot be reduced to an ideological component, it has its own pedagogical patterns, and the basis for determining the content of education is, as a rule, in-depth studies of the educational needs of various strata of society and social forecasts.
S.A. Calculina (1988, pp. 31-33) highlights awareness and evaluation among the features of goal-setting within the framework of subject-subject relations:
The subject of joint activity from the position of another person;
The inner world of another person as an equal subject for setting and realizing a goal;
of my own inner peace, their actions to set and achieve goals from the perspective of another person.
This or that way of understanding a person, determining one's own value attitude towards him is a condition for self-determination of a person. In this sense, the moment of concrete contact with another consciousness helps “to develop and change the attitude towards oneself, to overestimate and modify one’s inner experience, to look at oneself as if with “different eyes”” (Rodionova, 1981, p. 183).
Thus, S.A. Raschitina (1988) defines goal-setting on the part of one's subject-subject characteristics as the awareness and assessment of personal qualities and relationships necessary to achieve the goal of an activity based on their correlation with the qualities and relationships of other goal-setting subjects. The act of goal-setting, therefore, conceals the possibility of deploying reflexive processes that play an important role in the processes of self-education of subjects of activity. This provision is also true for the subjects of the educational process, who believe and realize the goals of self-education.
3. Goal-setting technique
Traditionally, the goal of education was presented as an order of society, expressed in the model of personality, in the standard of education and behavior. As O.E. Lebedev (1992, p. 40), "the thesis of the social determination of goals cannot be in doubt, but the concept of" order "requires critical analysis." More Yu.K. Babansky (1977, p. 12) drew attention to the fact that when setting goals, one should take into account not only social requirements, but also the possibilities of the educational system and the conditions under which the learning process takes place.
The practice of education has shown the reality and the danger of turning the idea of "social order" into the idea of "government order". With the renewal of society, the need to overcome the idea of "social order", to identify new approaches to the definition of pedagogical goals, became more and more acute. A.S. Arseniev, based on the analysis of the basic principles of the Marxian concept of goals human activity, came to two fundamental conclusions: a) the main goal of education should be a person as an end in itself; the ends of things, while they still remain, must be regarded as subordinate to this main end; b) there is an antinomy of the goals of scientific education and the upbringing of the individual. The resolution of this antinomy is possible on the basis of the hierarchization of goals, in which the highest goal is the formation of a moral personality (see: Philosophical and psychological problems ... 1981).
The teacher himself, as a rule, is not mentioned among the sources of educational goals. He is traditionally assigned the role of the executor of "projects" and "technologies". “In every professional activity,” says V.P. Bespalko (1989, p. 11), — the technology of work is mediated by personality properties, but it is only mediated, not determined. “Maybe pedagogical activity is just one of the few unique realities in which a person not only mediates, but precisely determines the purpose and content of the process?” - notes V.V. Serikov (1999, p. 52). The pedagogical process, among other things, is also the self-realization of the teacher, who, with a certain independence, sets his own goals, content, and means. And any “project”, “order”, etc., before it reaches the student, must be accepted by him. Even if he is offered another, more “scientifically” set goal, in which he does not see the possibility of realizing himself, he still will not achieve it. No matter how technologized education is, first of all, the communication of souls, and then the functioning of “programs”, “systems”, etc. The transformation of a teacher into a performer, i.e. depriving him of his own subjectivity automatically deprives him of the opportunity to perform educational functions.
The appearance in the state of a monopoly on the development of the ideal of the individual is a sure sign of authoritarianism, dictatorship in the country. In the process of research, we have developed and proved to be effective the following recommendations for goal-setting teachers:
1. Defining the ideal of education, we must remember that in its formation we are forced to go from universal values through the values of national culture, traditions of the region, social group to the views of a particular family and the most growing person on their future. Therefore, it is important to stop at the time in detailing the ideal image of your pupil.
2. In the process of goal-setting, as we see, our mastery of the methods of psychological and pedagogical diagnostics plays an important role. The teacher must not only have enough mastered methods, but also to construct from them a program for studying the child and groups of students. Moreover, the study should be woven into the educational process, and not be a separate activity, additional to the main one.
3. You should protect yourself from pettiness, from the desire to "fit" each individual child to the formulated ideal.
First, one can never be completely sure that this ideal is formulated correctly.
Secondly, it is always difficult to carry out a sufficiently complete diagnosis of the distinguished qualities and properties.
Thirdly, a person is constantly changing and “yesterday's” knowledge about him may not be applicable today. Finally, the issue of taking into account the self-development of the pupil's personality is problematic.
To what extent should the teacher follow the prospects for self-development of the pupil? And if it is the identity of the offender, the criminal? In the practice of educational work, collective forms of discussion help to answer many questions: a pedagogical council, a small teachers' council. Here, on the basis of knowledge, experience and the results of the study of pupils by many teachers, it is possible optimal solution problems related to the development of the goal of education, the selection of pedagogical means and the analysis of the results achieved.
4. Only this step will allow us to formulate the educational goal. At the same time, it is important to take into account not only the time, but also the means that the teacher has to achieve the educational result. It turns out that goal setting is the central moment in the design of the pedagogical process (as, indeed, in any activity).
But here is the goal. Before proceeding with its implementation, let's stop and evaluate how correctly it is set. After all, an erroneously chosen goal almost guarantees us fruitless efforts to achieve it. Solving the problem of competently setting the goal of educational work, one should answer the following questions:
1) can the formulated phrase be called a goal, i.e. whether it determines the result of the activity to be achieved, or outlines only the direction of movement;
2) whether this is an educational goal, i.e. whether it determines educational activities aimed at qualitative changes in the child, and not organizational, environmental, etc.;
3) whether this goal takes into account the integral character of a person, i.e. the presence in it of a system of various interrelated properties, among which there are leading ones (for example, citizenship, readiness for work, morality);
4) whether it is real, i.e. whether the goal setting assumes a certain period of time and means to achieve it.
The goal setting process described above is quite difficult. How, for example, to determine the educational goal of the lesson? What qualities or properties can be cultivated in 40 - 45 minutes? And it seems to some that expressions like "educate respect for work" or "continue the formation of self-awareness" save the day. But to educate does not mean to educate, to move does not mean to achieve a result. Such “relief” only hides the teacher’s lack of a conscious goal, and therefore reduces its effectiveness and job satisfaction.
To excite the forces of self-movement, and not to "sculpt" one's ideal image from the child - this is the main meaning of the educator's activity. It is expressed by the ancient wisdom that "the student is not a vessel to be filled, but a torch to be lit." Hence, an additional requirement for setting an educational goal: maximum consideration of the pupil's own activity.
Conclusion
Thus, the goal itself and the process of goal-setting in the structure of educational activities perform the functions of managing the educational process. The effectiveness of goal-setting increases if it is based on the forecast (identification of intentional characteristics) of the educational process and the conceptual vision of the result of education as obtaining a “human quality in a person”.
The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state.
In the new socio-economic and political conditions of the development of our country, the comprehensive development personality as the goal of education. However, this position is not shared by all experts. This is explained by the fact that until the 1990s, the goals of education were determined by the needs of an authoritarian state and were of an ideological nature, and now, scientists believe, education should be based on the needs of the individual in self-realization, in the development of everyone's abilities. Therefore, the goal of education, to which it is necessary to focus modern educational technologies in the very general view is formulated as the creation of conditions for the versatile development of the individual. In this regard, in the Law of the Russian Federation "On Education", the solution of educational tasks in the educational process is aimed at developing a personality of life self-determination, creating conditions for its self-realization, forming a citizen integrated in society and aimed at its improvement. Consequently, the ideological approach to setting the goals of education is replaced by a personal one, which gives the pedagogical technologies developed and implemented in Russian society the features of Western humanistic pedagogy.